How Language Defines “Learning”: A Classroom View
[full article, abstract in English; abstract in Lithuanian] “Learning” is defined and constructed in classrooms as teachers and students interact through the use of language. As such, “learning” is situated language practices. Theories of socially- constructed uses of language and interactions pr...
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| Format: | Article |
| Language: | English |
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Vilnius University Press
2019-01-01
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| Series: | Acta Paedagogica Vilnensia |
| Subjects: | |
| Online Access: | http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/12374 |
| _version_ | 1818345309413048320 |
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| author | Allison Wynhoff Olsen |
| author_facet | Allison Wynhoff Olsen |
| author_sort | Allison Wynhoff Olsen |
| collection | DOAJ |
| description | [full article, abstract in English; abstract in Lithuanian]
“Learning” is defined and constructed in classrooms as teachers and students interact through the use of language. As such, “learning” is situated language practices. Theories of socially- constructed uses of language and interactions provide foundation for this work. Through a microethnographic discourse analysis, the findings show a teacher and students constructing shared cultural models of “learning,” holding each other accountable to particular academic and pedagogical practices as well as uses of academic language. The teacher employed linguistic strategies to make visible and engage students in the academic language and “thinking” practices that counted as “learning.” |
| first_indexed | 2024-12-13T17:00:19Z |
| format | Article |
| id | doaj.art-c269899c72704e78a57f96f1cf2c6a15 |
| institution | Directory Open Access Journal |
| issn | 1392-5016 1648-665X |
| language | English |
| last_indexed | 2024-12-13T17:00:19Z |
| publishDate | 2019-01-01 |
| publisher | Vilnius University Press |
| record_format | Article |
| series | Acta Paedagogica Vilnensia |
| spelling | doaj.art-c269899c72704e78a57f96f1cf2c6a152022-12-21T23:37:49ZengVilnius University PressActa Paedagogica Vilnensia1392-50161648-665X2019-01-014110.15388/ActPaed.41.12374How Language Defines “Learning”: A Classroom ViewAllison Wynhoff Olsen0Montana State University[full article, abstract in English; abstract in Lithuanian] “Learning” is defined and constructed in classrooms as teachers and students interact through the use of language. As such, “learning” is situated language practices. Theories of socially- constructed uses of language and interactions provide foundation for this work. Through a microethnographic discourse analysis, the findings show a teacher and students constructing shared cultural models of “learning,” holding each other accountable to particular academic and pedagogical practices as well as uses of academic language. The teacher employed linguistic strategies to make visible and engage students in the academic language and “thinking” practices that counted as “learning.”http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/12374discourse analysismicroethnographyclassroom discourselearning as social processargumentative writing |
| spellingShingle | Allison Wynhoff Olsen How Language Defines “Learning”: A Classroom View Acta Paedagogica Vilnensia discourse analysis microethnography classroom discourse learning as social process argumentative writing |
| title | How Language Defines “Learning”: A Classroom View |
| title_full | How Language Defines “Learning”: A Classroom View |
| title_fullStr | How Language Defines “Learning”: A Classroom View |
| title_full_unstemmed | How Language Defines “Learning”: A Classroom View |
| title_short | How Language Defines “Learning”: A Classroom View |
| title_sort | how language defines learning a classroom view |
| topic | discourse analysis microethnography classroom discourse learning as social process argumentative writing |
| url | http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/12374 |
| work_keys_str_mv | AT allisonwynhoffolsen howlanguagedefineslearningaclassroomview |